THE EFFECTIVENES OF PEER TUTORING METHOD TO RESOLVE LEARNING DIFFICULTIES IN STRUCTURE AND FUNCTION OF
PLANT TISSUES TOPIC ON STUDENTS GRADE XI OF SCIENCE SMA NEGERI 2 KISARAN ACADEMIC
YEAR 2015/2016
By:
Putri Dian Hamian 4123342014
Bilingual Biology Education Study Program
THESIS
Submitted in Partial Fulfillment of The Requirements for The Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY MATHEMATIC AND NATURAL SCIENCE UNIVERSITAS NEGERI MEDAN
iii
THE EFFECT OF PEER TUTORING METHOD TO RESOLVE LEARNING DIFFICULTIES IN PLANT TISSUE TOPIC
ON STUDENTS GRADE XI OF SCIENCE SMA NEGERI 2 KISARAN ACADEMIC
YEAR 2015/2016
PUTRI DIAN HAMIAN (4123342014) ABSTRACT
The objective of this research is to find out the effect of peer tutoring
method to resolve learning difficulties in plant tissue topic. This study is classified
as quasi experimental with two groups of pretest- posttest design. This study was
carried in Grade XI SMA Negeri 2 Kisaran. Samples were obtained by cluster
random sampling and obtained XI-1 as experimental class and XI-2 as control
class. The study variable consist of dependent variable, students learning
difficulties while independent variable was using peer tutoring method in
experimental class and without peer tutoring in control class. The instrument of
research was arranged in multiple choice form with 30 question, which had been
validated by expert. Average score pretest and posttest in experiment class were
50,47 and 86,86 while normality of pretest 9 and posttest 8,2. In the control class
the average score pretest 47 and posttest is 7 1,67 followed by normality pretest
8,4 and posttest 8,08. The homogeneity of pretest was 1, 517 and posttest was
1,736. The t-test analysis shows that tCount > tTable (14,06 > 1,6684) with α = 0,05,
while the percentage of N-gain test in experiment is 0,7 as high categorized and
0,4 ( mid categorized in control class) that showing the effectiveness of peer
tutoring. Therefore peer tutoring is effective to resolve students learning
difficulties in plant tissues topic at SMA Negeri 2 Kisaran A.Y. 2015/2016.
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ACKNOWLEDGEMENT
First of all, In the name of Allah, most Gracious, most Merciful, praise be
to Allah SWT lord of the word, so that the writer can finish this thesis as a partial
fulfillment of the requirement for the graduate degree of Sarjana pendidikan at
Biology Department, Faculty of Mathematics and Natural Science, State
university of Medan.
The writer gratefully acknowledges the deepest gratitude to Dr. Hj.
Fauziyah Harahap, M.Si as writer thesis supervisor who has generously spent
precious time in giving the guidance, encouragement, comments and suggestions
until this thesis comes to its present form. The appreciation addressed to Prof. Dr.
Herbert Sipahutar, M.S., M.Si, Dr. Syahmi Edi, M.Si, and Dr. Tumiur Gultom,
SP, MP as the examiners for their criticisms and valuable advices. The writer
would also like to thank Dr. Hasruddin, M.Pd as the chairman of Biology
Department. Dr. Iis Siti Jahro, M.Si as a coordinator for bilingual program and for
Dr. Melva Silitonga, M.S as her academic supervisor who has guided writer
during academic program.
My never ending thankfulness is fully to my beloved father Muhammad
Nawawi and my mother Elfrida R. Sitompul for their everlasting love, hopeful
prayers in my life, and the entire moral and the financial support that have enabled
to finish my study. My special thanks and admiration are also due to my sister and
brothers, Mifta, Martua and Rotua.
The writer also thanks to the headmaster of SMA Negeri 2 Kisaran,
Syahruddin Lubis, S.Pd, MM and Biology Teacher, Hotmaria A. Sihotang, M.Pd,
and all teachers and students specially XI-1, XI-2 and XI-3 Science program
academic 2015/2016 who received the presence of the writer during research in
these classes. And for all my friend in class Biology Bilingual education 2012,
Avatar, Duriyah, Syifa, Wita and Nikita as partner in my way to get this
happinest. and also PPLT unimed 2012, Lisnawati Tumanggor I will never forget
you as my best, Merlin, Rudi, Imah, Dian for their support , their caring and help
v
nanda, ayu, heny. risky. nisa, reny and puput, you make the happinest and sadness
in part of my life.
The writer had tried as much as possible in the completion of this thesis,
but there are still many weaknesses in term of content and grammar. Any
suggestion for the improvements in the future will be highly appreciated.
Medan, July 2016
Writer
Putri Dian Hamian
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TABLE OF CONTENT
Pages
Approval sheet i
Biography ii
Abstract iii
Acknowledge iv
Figure list vi
Content list vii
Table list ix
Appendix list x
CHAPTER I: INTRODUCTION
1.1. Background 1
1.2. Problem Identification 3
1.3. Research Scope 3
1.4. Research Question 4
1.5. Research Objective 4
1.6. Research Significance 4
CHAPTER II: LITERATURE REVIEW
2.1. Theoritical Review 5
2.1.1. Definition of Learning 5
2.1.2. Definition of Teaching 6
2.1.3. Learning Difficulty 7
2.1.4. Factors Affecting Learning Difficulty 7 2.1.5. How to Determine Problems of Learning 8
2.1.6. Teaching Goals 9
2.1.7. Peer Tutoring Method 10
2.1.7.1. Definition of Peer Tutoring 10 2.1.7.2. Steps In Peer Tutoring Method 10 2.1.7.3. Advantages and Disadvantages Peer Tutoring 11
2.1.8. Learning Material 11
2.2. Hypothesis 19
CHAPTER III: RESEARCH METHOD
3.1. Location and Time of Research 20
3.2. Population and Sample 20
3.3. Research Variable 20
3.4. Research Design 20
vii
3.5.1. Preparation Step 21
3.5.2. Implementation Step 22
3.5.3. Data Analysis 23
3.6. Research Instrument 24
3.7. Technique of Data Collection 25
3.7.1. Validity Test 25
3.7.2. Reliability Test 26
3.7.3. Questions Difficulty Level Test 26
3.7.4. Discriminant Test 27
3.8. Data Analysis Technique 27
3.8.1. Normality Test 28
3.8.2. Homogeneity Test 28
3.8.3. Testing for Hypothesis 29
3.8.4. N-Gain Test 30
CHAPTER IV: RESULT AND DISCUSSION
4.1. Result of Research 32
4.1.1. Research Instrument Data analysis 32
4.1.1.1 Validity test 32
4.1.1.2. Reliability Test 32
4.1.1.3. Difficulties Index 33
4.1.1.4. Discrimination Index 33
4.2. Analysis Requirement Data 37
4.2.1. Normality test 37
4.2.2. Homogeneity Test 37
4.3. Data Analysis 38
4.4. Hypothesis test 38
4.5. Percentage Data Gain 39
4.6. Discussion of Research 40
CHAPTER V : CONCLUSION AND SUGGESTION
5.1. Conclusion 43
5.2. Recommendation 43
viii
TABLE LIST
Table 2.1 Plant Cells And Function 14
Table 3.1 Research Design 22
Table 3.2 Grid test material structure and function of plant tissues 25
Table 4.1 Distribution Table Pretest in Peer Tutoring and control class 33
Table 4.1 Distribution Table Posttest in Peer Tutoring and control class 35
Table 4.3 Normality Test Of Pre-test and Post-test Data 37
Table 4.4 Homogeneity Test Data Of Pre-test And Post-test 37
Table 4.5 The Increasing of average Score in Peer Tutoring Class 38
Table 4.6 The Increasing of average Score in Control Class 38
Table 4.7 Hypothesis Testing of Post-test 39
Table 4.8 Percentages of Data Gain 39
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Appendix 1 : Syllaby 47
Appendix 2 : Lesson Plan 49
Appendix 3 : Students activity Quiz 54
Appendix 4 : Key answer of Quiz 55
Appendix 5 : Research Instrument 56
Appendix 6 : Answer 63
Appendix 7 : Answer Sheet 64
Appendix 8 : Table Instrument Research 62
Appendix 9 : The Calculation of Validity test 63
Appendix 10: The Calculation of Reliability test 65
Appendix 11: The Calculation of Difficulty Test 66
Appendix 12: The Calculation of Discrimination test 67
Appendix 13: Table of Discrimination test 68
Appendix 14: List of Students in Experiment and Control Class 69
Appendix 15: Grouping on Experiment class 70
Appendix 16: List of pretest and posttest control class 70
Appendix 17: List of pretest and posttest experiment class 71
Appendix 18: Average calculation of control class 73
Appendix 19: Average calculation of experiment class 74
Appendix 20: Normality test of pretest in experiment class 73
Appendix 21: Normality test of posttest in experiment class 75
Appendix 22: Normality test of pretest in control class 77
Appendix 23: Normality test of posttest in control class 79
Appendix 24: Homogeneity test of research data 81
Appendix 25: Hypothesis Testing 83
Appendix 26: Data gain of Students learning outcome 85
Appendix 27: The calculation Data Gain of Students 86
Appendix 28: The Table of r-table product moment 88
Appendix 29: Table F Distribution 89
Appendix 30: Table Distribution-t (t Table) 90
Appendix 31: Tabel Nilai Kritis Distribusi Chi Kuadrat ( X2) 9
Appendix 32: Research Documentary 92
ix
Appendix 1 : Syllaby 47
Appendix 2 : Lesson Plan 49
Appendix 3 : Students activity Quiz 54
Appendix 4 : Key answer of Quiz 55
Appendix 5 : Research Instrument 56
Appendix 6 : Answer 63
Appendix 7 : Answer Sheet 64
Appendix 8 : Table Instrument Research 62
Appendix 9 : The Calculation of Validity test 63
Appendix 10: The Calculation of Reliability test 65
Appendix 11: The Calculation of Difficulty Test 66
Appendix 12: The Calculation of Discrimination test 67
Appendix 13: Table of Discrimination test 68
Appendix 14: List of Students in Experiment and Control Class 69
Appendix 15: Grouping on Experiment class 70
Appendix 16: List of pretest and posttest control class 70
Appendix 17: List of pretest and posttest experiment class 71
Appendix 18: Average calculation of control class 73
Appendix 19: Average calculation of experiment class 74
Appendix 20: Normality test of pretest in experiment class 73
Appendix 21: Normality test of posttest in experiment class 75
Appendix 22: Normality test of pretest in control class 77
Appendix 23: Normality test of posttest in control class 79
Appendix 24: Homogeneity test of research data 81
Appendix 25: Hypothesis Testing 83
Appendix 26: Data gain of Students learning outcome 85
Appendix 27: The calculation Data Gain of Students 86
Appendix 28: The Table of r-table product moment 88
Appendix 29: Table F Distribution 89
Appendix 30: Table Distribution-t (t Table) 90
Appendix 31: Tabel Nilai Kritis Distribusi Chi Kuadrat ( X2) 9
Appendix 32: Research Documentary 92
1
CHAPTER I INTRODUCTION
1.1. Background
The main aim of the science and technology curriculum is to educate all
students as scientifically and technologically. The science and technology literacy
is a combination of several skills, attitudes and knowledge related to science and
technology as well to the other scientific disciplines such as physics, chemistry
and biology (Bahar & Polar, 2007).
Learning activity is one thing that must be concerned by the teacher that
not all student capable in understanding the old and new knowledge that they
gained, and it will cause missunderstanding on a topic. This missunderstanding
will further cause a problem to the student and make them difficult to learn
(Ameruddin, 2013). Students classified have learning difficulties in heterogeneous
group and have a wide variety of characteristics, ranging from academic
difficulties to cognitive and social-emotional problems (Austin & Janelle 2008).
Process of learning activities always found the existence of students who
have experience difficulty in mastery learning about materials. In particular,
learning difficulties occurs if students were not mastered basic competencies of
the subject matter. One barrier in learning mastery is still prevalent because of the
learning approach was dominated by the role of teacher (teacher centered). Based
on interview with teacher, teacher centered approach always do in learning
activity in the class. Teacher take the students as an object and not as a subject
students (Anitarera, 2009).
According to Bahar&Polar (2007), why are some science topics difficult to
learn? Three answers were developed for this question in the literature. The first
one is students expresses some factors such as attitude, skill, and knowledge,
physical state and it will be affecting learning process (White, 1993). The second
one is that the difficulty in science may be related to the problems of perception
and thinking of students. When students realize that the concept is difficult, they
2
memory capacity (Johnstone’s, 1991). The last one is unfamiliar vocabulary in different context, using negative expressions in exam questions or during teaching
can affect learning Students’ difficulties in learning biology have been studied by
various researchers among the world (Johnstone & Slepeng, 2001).
Bahar and Polat (2007) was concluded research at primary 6-8 classes,
that from Forty topics that perceived as the most difficult by the students, one of
them is tissues in plants and in animals with percentage about 28,18%. Teachers
also found students difficulty from Forty topics that teachers thought as difficult
for students Tissues in plants and in animals about 41,17%. Interestingly, there is only 57, 5% overlap between the students’ list and teacher list. In other words 23 topics out of 40 commonly perceived as difficult both by teachers and students.
There are many reasons why students have difficulties in learning
biological concepts. The teaching methods is the reasons of difficulties in
learning science, while the biological level of organization and the abstract of
concepts make learning biology difficult. Overloaded biology curricula, the
abstract and interdisciplinary nature of biological concepts, and difficulties with
the textbooks are the factors that prevent students to learn (Cimer, 2012).
According to Lake (1999), peer tutoring method is effective to learn the
concept of depth, besides improve the academic achievement both for tutor and
tutee, helpful to solve the problem, develop creativity, experimentation and
problem-solving skills. Peer tutoring method is suitable in the heterogeneous
classroom where there are find variety of ability students in learning. The ability
of different students will help teachers. The tutor can help for constructing the
tutee in learning difficulties. One tutor is monitoring maximum fives tutees.
Peers are believed to provide more effective learning because they have
experienced the same kind of learning problems previously which may lead them
to be more sensitive and responsive to the tutees target needs. Basically,
peer-tutoring is a process of having peer tutors to help their tutees in any specific fields
that the tutees are lacking in. The tutors do not need to be experts in the field that
they are going to tutor but they at least must possess better proficiency than their
3
While according to the initial observation that done in SMA Negeri 2
Kisaran, that are 30% of XI grade students in each class that have low score in
structure and function of plant tissue subject matter that can be seen from the the
test score. The percentage of students difficulties above are got by the interview
with the biology teacher.
Learning peer tutoring is not widely done in senior high school, especially
in the subject of biology. Some subject did used peer tutoring applicable use
numbers processing such as physics, chemistry, and mathematic. In fact, the
subject matter and contained biology concept related to the chemistry and
mathematics (Setiawati, 2007).
This research used peer tutoring method in the structure and function of
plant tissues in grade XI of Science SMA Negeri 2 Kisaran haven’t done before so
the percentage of learning difficulties in each year are not detected well. To know
the effectiveness of peer tutoring in student difficulties in learning topic is
important to do the research with the title. “The Effectiveness of Peer Tutoring Method to Resolve Student Learning Difficulties in Structure and Function of Plant Tissue Topic on Students Grade XI of Science SMA Negeri 2
Kisaran Academic Year 2015/2016”.
1.2. The Identification of Problem
1. Learning process is dominated by teacher centre.
2. Students learning outcome in structure and function of plant tissues topic
task and test in grade XI SMA Negeri 2 kisaran still in a low level.
3. Peer tutoring method haven’t done before in teaching biology.
1.3. The Scope of Problem
As the scope of the problem in this research are the subject matter of
structure and function of plant tissue by using peer tutoring method on Grade XI
4
1.4. Research Question
The formulation of the problem in this study:
1. Is the peer tutoring method effective to resolve learning difficulties in
structure and function of plant tissues topic on Grade XI of Science SMA
Negeri 2 Kisaran?
1.5. The Objective of Research The aim of this research is as follows:
1. To get the data about the effectiveness of peer tutoring method to resolve
learning difficulties in structure and function of plant tissues topic on
Grade XI of Science SMA Negeri 2 Kisaran Academic Year 2015/2016
1.6. The Significance of Research
The results of this research expect to contribute in both theoretical and practical,
namely:
Theoritical Benefits
Result of this study is to provide information about how the effect of peer
tutoring method to resolve student learning difficulties in structure and function of
plant tissues topic.
Practical Benefits
For the teachers, this research can help to increase management class in
student grouping to make learning more active and easy to student get mastery of
concept in subject matter. as input to decrease students learning difficulties on
topic structure and function of plant tissues. As an addition to information and
43
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the result of using peer tutoring method to resolve students learning
difficulties in learning plant tissues on grade XI of science SMA Negeri 2
Kisaran, it can be concluded that Peer tutoring method is effective to resolve
learning difficulties student. It has positive impact to resolve learning difficulties,
because students received support from their peers so that they are more willing to
actively ask the question. Because with their peers no reluctance, low self-esteem, awkward and scared. That’s very supportive in students understanding.
5.2. Recommendation
Based on the conclusion above, it’s recommended to :
1. Teacher should apply peer tutoring method in teaching and learning plant
tissue because it can resolve learning difficulties on students, and helping
students to understand more about the topic. But actually this method is
not using in a class that have more than 30 students, it can be noisy and
difficult to control them.
2. Peer tutoring method is effective to resolve learning difficulties, even
Therefore there are many preparation must be prepared by next researcher
before doing the treatment. Such as manage time to make student because
this method take longer time. and also prepared hand book for students
like mini module to make them more easier and avoid confusion to learn
and tutee their friend in the learning process.
44
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